Racism as a Unique Social Determinant of Mental Health: Development of a Didactic Curriculum for Psychiatry Residents

MedEdPORTAL

Derri Shtasel¹  Michael Curry²  Christina Borba³  Shane Shucheng Wong⁴  Morgan Medlock⁵  Anna Weissman⁵  Andrew Carlo⁵  Mary Zeng⁵ 

[1] Board Member, National Association for the Advancement of Colored People (NAACP);Director of Legislative Affairs, Massachusetts League of Community Health Centers;Director of Research, Department of Psychiatry, Boston University School of Medicine;Fourth-year Child Psychiatry Resident, Massachusetts General Hospital;Fourth-year Psychiatry Resident, Massachusetts General Hospital;

关键词: Racism;    Bias;    Mental Health;    Advocacy;    Race;    Psychiatry;   

DOI  :  10.15766/mep_2374-8265.10618

来源: DOAJ

【 摘 要 】

Introduction Mental health disparities based on minority racial status are well characterized, including inequities in access, symptom severity, diagnosis, and treatment. For African Americans, racism may affect mental health through factors such as poverty and segregation, which have operated since slavery. While the need to address racism in medical training has been recognized, there are few examples of formal didactic curricula in the psychiatric literature. Antiracism didactics during psychiatry residency provide a unique opportunity to equip physicians to address bias and racism in mental health care. Methods With advocacy by residents in the Massachusetts General Hospital/McLean Psychiatry residency program, the Division of Public and Community Psychiatry developed a curriculum addressing racial inequities in mental health, particularly those experienced by African Americans. Four 50-minute interactive didactic lectures were integrated into the required didactic curriculum (one lecture per postgraduate training class) during the 2015–2016 academic year. Results Of residents who attended lectures and provided anonymous feedback, 97% agreed that discussing racism in formal didactics was at least “somewhat” positive, and 92% agreed that it should “probably” or “definitely” remain in the curriculum. Qualitative feedback centered on a need for more time to discuss racism as well as a desire to learn more about minority mental health advocacy in general. Discussion Teaching about racism as part of required training conveys the explicit message that this is core curricular material and critical knowledge for all physicians. These lectures can serve as a springboard for dissemination and provide scaffolding for similar curriculum development in medical residency programs.

【 授权许可】

Unknown